This two day lesson uses the Declaration of Rights and Sentiments from the 1848 Seneca Falls Convention and the 19th Amendment to the Constitution to assess the efficacy of the Women’s Rights Movement of the 19th century. Using the grievances from the Declaration establishes some understanding of women’s rights prior to 1848. Students will engage in class discussion to determine the progress women made in gaining equal rights. Students will use specific examples to assess progress as of today.

The Library of Congress holds the best collection of primary sources anywhere on the Civil War and Reconstruction. (See especially the exhibitions under “d” below.) Therefore, the great challenge is to choose the most significant yet engaging and classroom-friendly from among hundreds of thousands of photos, drawings, newspaper articles, speeches, maps, and songs. Each item in this set focuses on a vital point in the conflict and its aftermath. Each item offers clear and meaningful opportunity for students to dig deeper.

War has lasting and damaging effects on society. The three obvious areas are political, economical, and social. This primary source set details evidence of the impact that the Civil War had on dividing the North and the South. The sources tell the story of a nation struggling to gain economic and political footing and power in the world, while at times being unaware or naive of the social tear that such an ambitious goal could have on such a young nation.

The following lesson serves as an introduction to the Age of Progressivism. In this unit, students should connect the various ways individuals and communities respond to new innovations. In response to industrialization, civilizations across the globe reacted in a number of ways ranging from violent protests to political engagement to isolating from the political process. In the early 1840s in a town in western Massachusetts, Northampton, the Northampton Association of Education and Industry (NAEI), formalized their beliefs in a binding constitution.

This is a great simple civics lesson with three distinctive case studies: marchers with disabilities who took over federal buildings in a historic sit-in in 1977 (the 504 protests), young American volunteers in the Spanish Civil war in 1936, and a 12-year-old mill worker who was inspired to lead a walk-out in 1898. The lesson addresses new content in the 2018 US History II Framework for Massachusetts as it asks students, “did the protesters go too far” and invites them to consider the constitutional underpinnings of individual and collective civic engagement.